The local Catholic school board is putting an emphasis on integrating Indigenous education into its curriculum.

The Catholic District School Board of Eastern Ontario (CDSBEO) said at its recent board meeting the integration of Indigenous education “remains an integral part of our Board Improvement Plan for Student Achievement” where officials outlined several ways they’ve incorporated it into students’ everyday learning.

“We have been called to action through recommendations set out by the Truth and Reconciliation Commission,” said Marian Lawson MacDonald, the board’s Indigenous Education lead, who recently updated the board of trustees on recent developments and initiatives in the Indigenous Education Program.

“In addition, the Ministry of Education has established goals which include: High levels of student achievement, reducing gaps in achievement and maintaining high levels of public confidence for all students. My role is to look at these same goals through an Indigenous lens.”

The board has introduced several initiatives, they said, which help with its goals. In the fall, the board gathered for a cultural sensitivity day in collaboration with the Akwesasne Area Management Board where “faith and educational connections were shared,” and board leaders had the opportunity to learn about the history of the St. Regis Church, and of Saint Kateri Tekakwitha, whose remains are buried at St. Regis.

Another initiative includes ‘Kokum in the Classroom,’ a CDSBEO initiative which brings Indigenous grandmothers into the classroom to teach students about “authentic Indigenous culture through experiential learning and story-telling.”

Kokum is a Cree word for a grandmother; they are women who have been acknowledged by their community for their wisdom.

Moving forward, the board said it will introduce several initiatives taking place from Kindergarten through Grade 12, which board officials say are “the beginning of the integration of Indigenous education curriculum for all subject areas.”

Part of the Ministry mandate is the formation of an Indigenous Education Advisory Committee, and Lawson MacDonald said the CDSBEO has a very proactive, involved committee that advises and guides decision making.

To support Indigenous students and cultural learning for non-Indigenous students and staff, the board said it has implemented many initiatives since the 2015-2016 school year. All of the initiatives are data driven, and based on educator and student voice, as well as student need.

“Report card data demonstrating a comparison between average marks of CDSBEO self-identified students versus non-identified students tells us that there is a minimal gap in achievement between the two groups,” she said.

“Provincially, this gap is quite large, so this data is something that we should be very proud of in the CDSBEO.”

In order to support struggling students, the board has established a student support initiative which provides tutors and targeted supports for Indigenous students based on individual student need.

“Providing authentic information through our community partners is paramount to ensuring that the next generation of youth respect, appreciate and understand First Nation, Métis and Inuit culture, history and perspective,” explained Lawson MacDonald.